LIBRARY OF CONGRESS. 
l%n^\ 

%p. GnpF«#ln- 



UNITED STATES OF AMERICA. 



THE 



r/'- 



TEACHERS' Manual 



PREPARED 



AID ALL TEACHERS 



OF 



PRiMi^iiY Schools 



BY 



z/richards, a. m., 



Late Superintendent of Public Schools in Washington, D. C; author 

of " The Grammatical Spelling and JVriting Booh," 

and the Alphabetical Reading Charts. 



A. S. BARNES & CO., PUBLISHERS, 
NEW YORK. 



TEACHERS' MANUAL. 



PREPARED TO 



AID ALL TEACHERS 



OF 



PRIMARY SCHOOLS 



-V 
Zf RICHARDS, A. M. 

Late Supt. Public Schools, in Washington, D. C. 



NEW YOKK%Zt»f^is'^^P 
A. S. BARNES & CO., Pubi?Rw:rs.'^ 

1880. 



' V^^^ 



Copyright secured by Z. Richards, Washington. D. C, 1879. 



Teachers^ Manual. 



INTRODUCTION. 



This Manual is specially designed and prepared to aid 
teachers who may use the "Alphabetic Reading Charts," 
preparatory to the use of the Series of the 

THREE LINGUISTIC READERS, 

about to be published by the author. But the special at- 
tention of all Teachers and Boards of Education is called 
to the special adaptation of this Manual to the work of 
primary instruction in all schools, where any series of 
Readers is used. 

No teacher can read this Manual carefully without 
profit, as it is the result of much study and long experi- 
ence in the special work to which it relates. 

The art of teaching and methods of training have been 
the special study and subjects of experiment by the author 
for forty years. Long experience as a teacher in Elemen- 
tary Schools, High Schools and Academies ; also in con- 
ducting Teachers' Institutes in Vermont, New York and in 



4 TEACHERS' MANUAL. 

the District of Columbia ; also as Superintendent of the 
Public Schools of Washington, D. C, has given him an 
opportunity to know the condition and wants of elemen- 
tary and high schools. 

But his confidence in the methods herein recommended 
has been specially increased and confirmed by his last two 
years' experience in the " Eclectic Seminary," Washing- 
ton, D. C; during which time he has demonstrated that, 
by using the method herein set forth, he can do as much 
in one year as is usually done in three. He also believes 
that any ])roperly qualified teacher can uniformly do as 
much of necessary training in one year, as is usually done 
in two. 

The Manual is by no mQ^n?> exhaustive, but it is believed 
to be very suggestive. This is its design, and it is not, 
therefore, burdened with detailed and catechetical forms 
of teaching. 

Believing it may serve to elevate and improve the 
methods of elementary training, and that, if faithfully 
used, it will save years of the life and add to the pleasure 
of children, and thereby diminish the expense of educa- 
tion, the author sends forth this book upon its mission. 



M A.]SrXJ^L 



FOR THE 



Aid of all Elementary Teachers 



AND FOR THE 



Alphabetic Reading Charts. 



The Charts, four in number, in addition to the Sound 
Chart, are designed to aid the teacher in the first work 
necessary to make children familiar with priuted and 
written language. 



ELEMENTS OF LANGUAGE. 

Sounds are the first elements of human language, for 
those who possess all their natural faculties. 

All spoken language is made of sounds, either simple or 
combined. 



6 TEACHERS' MANUAL. 

For all practical purposes, in learning to speak our lan- 
guage and make oral words, we have foriy-one sounds, 
either simple or compound. 

When any one of these forty-one sounds is properly ut- 
tered, the utterance is called enunciation. 

When two or more of these sounds are uttered with one 
impulse of the voice, such utterance should be called 
articulation, because different sounds 2ixe: Joified. 

When several simple or combined sounds are uttered 
continuously, such utterance may be called profiunciatiofi. 

For examples, we will take the following word (or any 
other) — 7nustard. 

The sounds of this word, enunciated^ are m-ii-s-t-a-r-d ; 
the syllabic sounds, articulated, are fnus-tard j and the 
sounds, pronounced, are mustard. 

The forty-one clearly recognized sounds may be first 
naturally ' classified into what are called Vowels and 
Co/isonants. 

FIRST— VOWEL SOUNDS. 

Vowel sounds are pure sounds of the voice, enunciated 
with the organs in a fixed and unchanged position. 

They are divided into two classes — the si?nple and 
compou7id. 

Without discussing the accuracy of this classification, 
we simply refer to the Sound Chart. 



TEACHERS' MANUAL. 7 

I St. The simple vowels may be classified as long and 
short ; as represented by the marked vowel characters in 
the following key-words, viz.: 

Long, as in mete, mate, mar, call, cur, cole, cool. 

Short, as in mit, met, mat, cot, cut, cook. 

2d. The compound vowels, as represented in the fol- 
lowing key-words, are made up of two of the preceding 
simple vowels, four in all, as — 

1. Time has what is usually called long i, and it is 
equal to a and i, articulated. 

2. Boy has the combinations oy and oi, representing the 
sounds of a and i, articulated. 

3. Now has the combinations ow and ou^ representing 
a and 00, articulated. 

4. Tune has what is usually called ii long, and is equal 
to i and 00, articulated. 

Every teacher should be able to clearly recognize and dis- 
tinctly enunciate each vowel sound, as well as to articulate the 
sounds, when necessary. 

SECOND— CONSONANT SOUNDS. 

Consonants may be classified into aspirate or whispered^ 
and vocal consonants, represented by one or more conso- 
nant characters. 

This classification of the consonants is sufficiently cor- 
rect to answer all practical purposes in teaching. 



8 TEACHERS' MANUAL. 

They are represented in the following key-words, with 
letters marked : 

( Aspirate in /i/e, At, chwrch, k\ck, /'i/q, ///ink, j-eal, j->^all, ht. 
[ Vocal in b\h, did, judge, gig, z^ine, Mis, 2;eal, asure. 
Single Vocal, /u//, mum, nun, sing, roar, 7ve, ye. 

The name, consonant, is correct only in the fact that it 
is usually sounded with a vowel, by articulation ; and not, 
as usually defined, viz.: that "it is a letter which cannot 
be sounded without the aid of a vowel ;" for every conso- 
nant sound can be uttered alone — a fact not generally 
understood. 



OUR DEFECTIVE ALPHABET. 

As we have forty-one distinct elementary sounds, we 
ought to \v7kM^ forty-one distinct and appropriate charac- 
ters, so used that the same character should always repre- 
sent the same sound. 

But our twenty-six characters, either alone or in com- 
bination, are used to represent the forty-one sounds. 

To make the matter more complicated and multiply the 
difficulties, the same character, or combination of char- 
acters, often represents several different sounds. 

If the English speaking people could agree to adopt a 
^\iTe\y phonetic alphabet, not more than one-fourth of the 
usual time would be required to learn to read, and the ex- 
pense of printing and writing would be \e'i?,tr\e& one-fifth. 



TEACHERS' MANUAL. 9 

But as long as our children must learn to read the pres- 
ent type or form of alphabet, however imperfect, it be- 
comes highly important to ascertain the best method of 
overcoming these formidable difficulties which every per- 
son must meet in learning to read. 

Various methods have been devised and recommended 
to bridge this chasm. 

Some recommend a pure, phonetic representation, 
which, however desirable, will not be realized during the 
present century. 

. Some prominent educators recommend and use 71 par- 
tially phonetic representation, which some teachers may 
have succeeded better in using than in using heretofore 
our common type. But we believe their greater success 
is to be attributed more to new methods of teaching than 
to the newly modified alphabet. 

It is unreasonable to suppose, or claim, that a child caa 

be made to learn to read a certain typical representation, 

by the use of two alphabetic notations, in a shorter time, 

and in an easier manner than he can by using the one al- 

habet which is ever afterwards to be used. 



OUR REMEDY. 

The Alphabetic Reading Charts, we believe, are suc- 
cessfully adapted to meet and overcome, in the best man- 



lO TEACHERS' MANUAL. 

ner, the difficulties of our imperfect alphabetic represen- 
tations, without any change of type. 

While we believe they are, theoretically, the best we 
have ever seen, we speak with more confidence and assur- 
ance in their favor, because we have proved them by ac- 
tual use and experience during the last two years. In 
fact, we feel that we have almost bridged the chasm of 
learning to read by our imperfect alphabetic representa- 
tion ; for we find by using these charts that our youngest 
pupils acquire a knowledge of our alphabet, literally and 
phonetically, in from tivo to three weeks, with very little 
special effort. They seem to learn the letters and sounds 
very much in the same way that they acquire skill and 
success in their plays and games. 



PRE-REQUISITES TO SUCCESS IN 
TEACHING. 

The mastery of the alphabet, and of the sounds it rep- 
resents, is only a small part of the improvement and de- 
velopment which the children make, at the same time, 
for they have advanced more rapidly and satisfactorily in 
necessary intelligence than in learning to read. 

This will appear evident to the reader as we proceed to 
develop the course of training which should always ac- 
company the use of the Charts. 



TEACHERS' MANUAL. 11 

To enable the teacher to understand and use the Charts 
successfully, a course of preliminary training will be here 
indicated and recommended, which is not the result of 
accident, guess-work or whim, but of natural laws, verified 
by actual experience, and with remarkable results. 

FIRST— THE TEACHER. 

The training of the teacher must first be considered ; 
for all success in teaching and training depends primarily 
and chiefly upon the qualifications and spirit of the 
teacher. 

In th.Q first place, a teacher cannot teach what he does 
not know ; but he must be, so to speak, the embodiment 
of what he is to be called upon to teach. He must know 
accurately what he expects his pupils are to learn from 
him. 

If he has any doubt about his ability, he should not 
dare to -^undertake the responsible work ; and if those who 
employ teachers have any doubt about their qualifications, 
that doubt should be removed by a careful and rigid ex- 
amination, and a corresponding course pursued, without 
fear, favor or sympathy. 

There should be no compromising when the interests of 
an immortal mind are at stake. 

In the second place, when it is certain that the teacher 
knows enough to teach, there should be a certainty that 



12 TEACHERS' MANUAL. 

he loves and chooses the work of teaching, and desires to 
honor the profession. 

In the third place, the teacher should be sure that he can 
govern and control hi?nself, if he expects to be able to 
govern and control children successfully. 

In \\Mt fourth place, he must be sure that he loves and 
feels a deep interest in children. 

In i\\Q fifth place, if the teacher expects to realize the 
most satisfactory success, he must have an aptness to 
teach, or the ability to impart instruction in an agreeable 
and attractive manner, so as to make the pupil love both 
the teacher and the school. 

Just in proportion as the teacher is an exemplification 
of the above qualifications, will he be able to carry out 
successfully the following course of training, which we 
most earnestly recommend. 



THE FIRST OR LOWEST GRADE. 

The number of pupils should never be more than can 
be brought within the range of the teacher's eye and 
voice; so that, at a glance, he can see into the eye of 
every pupil, and be heard with the lowest tone of voice. 
Unless movable chairs, without desks or tables, are used, 
so as to bring the pupils around the teacher in a small 



TEACHERS' MANUAL. 13 

semi-ellipse, not more than thirty pupils can be well 
taught at the same time. 

FIRST DRILL. 

When the First Drill Exercise begins, there should be 
nothing else going on in the room, which can attract the 
attention of any pupil. 

Any exception to this rule will surely detract from the 
efficiency and success of the exercise. 

Before ^he teacher attempts to give the first lesson to 
his new beginners, he should select some familiar topic or 
story, and so prepare himself with facts and illustrations 
that he can talk and secure the undivided attention of 
the pupils, and awaken a lively interest in the subject, 
and a desire for other similar exercises. 

Such an oral exercise should be short at first — not over 
fifteen minutes. The object of this and similar exercises 
should be two-fold : 

I St. To train the children to habits of attetition., which 
constitute the most important element in training. 

2d. To awaken in them a desire for information and 
new ideas ; inasmuch as children are naturally fond of 
something new, if interesting. 

By such a course, the children will become prepared 
for oral instruction afterwards. 



14 TEACHERS' MANUAL. 

With a proper variation of topics, this exercise should 
be regularly repeated ; as often and as long as the class 
can listen with interest and without weariness. 

Before entering upon a new topic, however, the teacher 
should require, or permit, each pupil to repeat, in his own 
language, what he can remember of the previous exercises 
which should always be corrected, when necessary. 

SECOND DRILL. 

For the next intellectual exercise, the teacher should 
come before the class with some six or seven interesting 
natural objects — such as a rose, perhaps ; an apple, a leaf, 
some kind of stone, an insect, and any other object which 
he can make interesting to children. 

First, take up the rose, for instance, and speak of its 
beauties and uses, and its mode of cultivation. 

In the next place, when the pupils so understand the 
peculiarities of the rose that they can distinguish it from 
other flowers, the teacher should carefully print the name 
rose upon the black-board ; and make the peculiari- 
ties of this printed name as familiar as the rose itself, or 
its picture ; so that each pupil can call it at sight any- 
where. 

Then take each of the other objects, and go through a 
similar process, until the printed name of each can be 
recognized and spoken as quickly as the object. 



TEACHERS' MANUAL. 15 

THIRD DRILL. 

When the pupils have become so familiar with each ob- 
ject and its printed name, that they can readily recognize 
and call each at sight, the teacher should proceed to 
classify the objects, according to some of their marked 
peculiarities ; always giving the reason for such classifica- 
tion. 

It would be better to require the pupils to make the 
classification themselves, when they are able ; so that they 
may form habits of careful and accurate observation. 

When the classification is completed, the objects of the 
same class should be deposited in some case or box, pre- 
viously prepared for the purpose, with a printed name at- 
tached, so that the name may be remembered as well as 
the object. 

These boxes or cases should be kept in the most con- 
venient place, for reference, so as to review and call to 
mind every object and every name, until these objects and 
names are fixed in the minds of all. 

The teacher should be provided with a small blank 
book for recording the names of all new and different ob- 
jects, under the date of presentation and examination ; 
and for a re-arrangement after they have been once class- 
ified. A new book should be used for every new and 
different class of pupils, without reference to any previous 
books, so as to cultivate originality and independence. 



16 TEACHERS' MANUAL. 

Before the close of any daily session, the teacher should 
carefully instruct every pupil to find some new object 
during the recess or absence from school, for the next 
xiaily drill ; different, if possible, from any yet presented. 

These new objects should be presented to the teacher 
at the beginning of the next drill ; and treated in the 
same manner as the first objects. 

These drills can be repeated and followed up indefinite- 
ly, according to the discretion, skill and perseverance of 
the teacher ; for it greatly serves to increase the intelli- 
gence and habits of observation of the pupils. The world 
is full of new objects, and furnishes a reading book al- 
ways at hand, without any expense to the pupil. 



SECOND GRADE. 

In order to adapt instruction to the mental develop- 
TTient of the pupils, the simplest and plainest characteris- 
tics of the objects presented, and the most obvious classi- 
fications, are first to be brought to the attention of the 
pupils. 

But, as the pupils progress, they become able to per- 
•ceive and distinguish nicer and higher characteristics of 
natural objects, and go from the lower and known facts, 
to the higher and unknown, which is the true order of 
sequence in the acquisition of knowledge. 



TEACHERS' MANUAL. 17 

FIRST DRILL. 

In a regular order, the teacher should re-examine each 
of the objects heretofore classified, and cased, and call 
the attention of the pupils to some new, and perhaps less 
obvious characteristics ; such as the three kingdo?7is to 
which all material objects belong — viz., the Animal, the 
Vegetable and the Mineral. 

Other objects may be collected or selected for such 
classification, so as to enable every pupil to recognize 
easily the kingdoms to which they belong. 

It should never be forgotton nor disregarded, that when- 
ever a new object is selected, or a new classification or 
specific characteristic is pointed out, the na77ie of such 
object, class and characteristic, should always be accu- 
rately printed or written upon the blackboard, and ana- 
lyzed with reference to its syllables, sounds, and letters, so 
as to teach the correct sound and form of the word — 
thus teaching its pronunciation and spelling ; which, fol- 
lowed up, will make the spelling book unnecessary. 

SECOND DRILL. 

Again, take the same, or new objects, and point out 
some othtr characteristics common to each object ; such 
as color, size, form, taste, smell, weight, use, etc.; and let 
the pupils make new classes accordingly. 

But keep in mind that the printed or written and 
sounded name must be presented to the eye correctly, un- 



18 TEACHERS' MANUAL. 

til the name will' suggest the object as readily as the ob- 
ject will suggest the name. 

It must be obvious to every one, that the effect of this 
direction will be to help and prepare the pupil to learn to 
read afterwards, and store his mind with ideas and words. 

As above intimated, there is hardly any limit to the 
number and variety of drill exercises, which will be sug- 
gested to the live, thinking and faithful teacher. 

But it is well that every teacher sliould be provided 
with the very excellent aids to impart instruction and 
knowledge, which are prepared for the Kindergarten, and 
other methods of primary instruction, such as blocks, 
cards, and colors, of all forms, shapes and kinds ; and we 
would especially recommend Prang's Chromo Cards of 
Natural History for plants and animals, and also his 
"Aids for Object Teaching." 

Of course the objects selected may be naUwal or arti- 
ficial., which terms must be made familiar to the pupils, 
by teaching them to classify objects under one of these 
heads, as well as to call them at sight. 

Various articles manufactured, either the real, or minia- 
ture models, may be introduced and used as object les- 
sons, so as to make the pupils familiar with common 
things and their names. 

The above course of training, preliminary to the use of 
the charts. and books, though chiefly suggestive, is suffi- 



TEACHER'S MANUAL. 19 

ciently simple for the kind of teacher described above ; 
and we believe only such teachers ought to be employed 
in the school-room. 

We have herewith presented suggestive rather than cate- 
chetical methods, for 'the most part, because we believe 
every properly qualified teacher will be more successful 
in teaching under si4ggestive directions; for dictatory 
formalism is repulsive. 

We could have materially enlarged this Manual by giv- 
ing specimens of detailed catechetical lessons (often done), 
but which would not, in the end, be as beneficial to teach- 
ers or pupils. 

The above course related only to the intellectual train- 
ing of pupils in the school-room. Of the physical training 
in the play or industrial room, we may say something 
hereafter. 

The course of training we have tried to point out above, 
we most firmly believe, will secure the four following im- 
portant results, not usually, if ever, secured in the first 
stage of school instruction viz.: 

ist. The pupils will acquire an accurate knowledge of a 
large number of common and useful objects, which knowl- 
edge they ought to possess, but which they rarely acquire 
in our elementary schools. 

2d. They will acquire a large addition to their stock of 
words, or to their vocabulary. 



20 TEACHERS' MANUAL. 

3d. They will have acquired an ability to read, or call 
at sight, all the words and names they have been drilled 
upon. 

4th. They will have increased their general intelligence, 
and their powers of observation, far beyond what is usual 
with children under any other method of training. 

We do not speak altogether theoretically, but demon- 
stratively, for we have personally proved all that we 
recommend. 



But the above course of training is especially lifiguistic 
as well as objective; and does not by any means embrace 
all the work and results to be performed and realized in 
the school. 

Only small, but regular, portions of each school day are 
to be devoted to this kind of training. 

We observe in practice, and give one invariable rule iox 
conducting any school exercise, viz.: 

"' Never make an exercise tedious, dull, wearisome or 
uninteresting to the class, and rarely to any pupil in the 
class, even though a majority may continue to be inter- 
ested" — for one inattentive pupil will prevent others from 
giving attention. 

Whenever the class shows any signs of weariness or lack 
of interest, change the exercise without any formal cere- 



TEACHERS' MANUAL. 21 

mony ; — call the pupils to their feet — strike up a song or 
march, having songs and marches always ready. 

Give them a chance to practice light gymnastics, till 
their blood is stirred up, and they have forgotten their 
weariness, so that they can resume any exercise with fresh 
vigor. These variations, however, should be as regular as 
possible, and not hap-hazard. 

When singing is introduced, it must be done with refer- 
ence to development in the art of singing. Time, tune 
and melody should be carefully cultivated. Appropriate 
words, set to music, should be selected and memorized. 

Many of the Kindergarten plays and exercises may be 
profitably practiced as a relaxation, and an amusement, 
and not as an essential part of training. 

Sorpetimes a sufficient relief from weariness, caused by 
too long attention to one subject, will be realized by tak- 
ing up a new subject, for which the teacher should be 
always ready, by general or by special preparation. 



PHYSICAL AND INDUSTRIAL TRAINING. 

If we could have our plan of training perfected, we 
would have a department or room specially set apart and 
furnished for physical and industrial training, under the 
direction of a specially qualified teacher, where the hand, 



22 TEACHERS' MANUAL, 

the eye and all the muscles should be trained with a spe- 
cial view to some of the industries of life. 

Tools, materials and models of handiwork in wood, 
clay, stone, iron, cloths and other articles, should be am- 
ply provided, and the language of these arts taught at the 
same time. 

" The school of the future" will have all these in har- 
monious adaptation to the above course of intellectual 
training, so that this, our triune beings may be 'fully and 
harmoniously developed. 

But, taking our schools as they are, the course of train- 
ing herein marked out can be easily and successfully in- 
troduced, and made to supplant a large amount of useless 
and even injurious routine, and secure a better training^ 
than usual, in one-half the time. 



COLLATERAL TRAINING. 

While the pupils are going through the preliminary 
course heretofore pointed out, the exercises should be 
alternated with drills on other topics, which we will here 
name collateral traifiing. 

FIRST,-NUMBERS. 

The Numeral Frame, or its equivalent, should be used 
to teach pupils how to count, add, subtract, multiply and 
divide. The abstract idea of number should be first im- 



TEACHERS' MANUAL. 23 

pressed upon the child's mind by seeing the actual things 
or objects which the character represents. The things 
may be balls or beans. When they learn that each Arabic 
number or character represents a specific number of 
things, the pupils should be taught to read numbers prop- 
erly written on the board with facility and accuracy. 

There are various devices and methods for giving the 
children the first elementary ideas of numbers, with which 
every true and enterprising teacher will become familiar. 
But in the first stages of elementary training, little more 
can be done with numbers than counting in various ways, 
reading numbers, adding, subtracting, multiplying and 
dividing, by giving the mental operations orally, and upon 
the slate or blackboard. 

In drilling children upon numbers, the two most essen- 
tial points to be kept in mind, by teacher and pupil, are, 
first, accuracy^ and second, rapidity. 

When the pupils become familiar with reading and op- 
erating in decimal numbers, they may be introduced to 
the reading and operating in denominate mimbe?'s, and in 
simple fractions and tables. 

The abstract and logical use of numbers should not be 
required until the minds of the children are properly de- 
veloped. 

No tasks or lessons need be given in numbers, except 
to memorize the multiplication and other tables. 



24 TEA CHERS' MAN UAL. 

SECOND— GEOGRAPHY. 

Reason and experience have taught us, in spite of the 
objections of many educators, that children can be taught 
the elements and language of geography, just as well as 
they can be taught the parts and names of different por- 
tions of their own house. 

Familiar oral lessons in geography may be given at first 
by what we call the ^''Geographical Table,'' which can be 
easily and cheaply provided for any primary school 
room. 

This is a table some three hy four feet, or larger, if de- 
sired, with a rim or edge raised about two inches above its 
upper surface, firmly fastened to the four edges of the 
table. The upper surface and rim of the table should be 
lined with sheet zinc or tin, or in any way made water- 
tight. The table may be put on simple standards, about 
two feet high, and placed in the most convenient part of 
the room. 

Some sand, which has tenacity or adhesiveness when 
moistened, should be procured and put upon the table, 
about ojie inch thick. 

After selecting some portion of our earth to be repre- 
sented upon this table, which will contain as many of the 
natural divisions of land and water as possible, the 
teacher should first mark out the divisions and bounda- 
ries of the land and water in the portion of the earth se- 



TEACHERS' MANUAL. 25 

lected, upon the surface of the sand, when evenly spread 
over the table. 

In the next place, he should remove the sand from all 
parts of the table which represent oceans, seas, bays, 
rivers and lakes, &c., and use the sand to make the ele- 
vated parts of the country, as hills or mountains, and 
make the height of parts as nearly proportional as pos- 
sible. 

Again, the teacher may procure some fine green moss 
from the woods, and evergreen twigs, with which to cover 
the land portion, so as to represent grass, shrubbery and 
trees where necessary. If there are islands, a proper por- 
tion of sand should be accurately placed for them, and 
then covered like the mainland. High peaks and volca- 
noes may be added. 

Again, the political divisions may be designated by col- 
ored twine or otherwise, and little flags raised to repre- 
sent the location of cities, towns and prominent places. 

When the table is prepared, the teacher will procure a 
bucket of water and pour it into the upper channels pre- 
pared for rivers, until they are filled and discharge their 
water into seas, &c., sufficiently to represent the realities. 
This water keeps the mosses and twigs green. 

With this simple apparatus the whole class of children 
can be taught objectively and effectively all the common 
geographical terms and names, and acquire such an idea 



26 TEACHERS' MANUAL. 

of the nature of geography, of maps and of their use, as 
will prepare them for further lessons, and create an inter- 
est in and a love for the study. 

When the pupils have learned to point out and name all 
the divisions of land and water, the teacher should print 
each name correctly on the blackboard, and teach them to 
read the name and point to what it represents. 

In connection with this table the teacher should use a 
small hand globe, which can be procured for a few cents, 
suitable for all practical purposes (the globes of starch), 
and teach all the lessons it furnishes, and they are very 
many. 



USE OF MAPS. 



When the class is sufficiently familiar with the table and 
globe, the teacher should be provided with large sheets of 
white or light colored thick paper, with a size about three 
by four feet, upon which he should proceed to delineate 
certain portions of the earth, say the United States, in the 
presence of the class, after due study and preparation, 
first making faint outlines by himself, and then give a 
brief description of each portion delineated. 

Only so much should be delineated and described at 
any exercise as the teacher thinks the pupils can re- 
member until the next drill. 



TEACHERS' MANUAL. 27 

At a fixed and proper time all the children should be 
encouraged to reproduce the drawing on their slates, so 
as to keep the form and name of the part described in 
their minds. 

Each lesson should be carefully reviewed before pro- 
ceeding to give a new one, and the whole should be re- 
viewed as often as may be necessary to make each pupil 
prepared to answer any appropriate questions. 

After any country or portion of country has been de- 
lineated, described and thoroughly reviewed, the teacher 
should instruct the class how they can travel over it, by 
land or by water, naming towns, cities, bodies of water 
as they go along, and pointing them out on the map ; and 
they may be taught to do the same without the map. 

The progress which very young children will make in 
acquiring a knowledge of simple geographical facts in the 
manner above indicated, is astonishing, as we have 
proved, and they will become anxious to gain new facts, 
and will inquire for books on geography. 

When pupils wish to procure a geography, let them be 
advised to procure the most complete work^ provided they 
have learned to read readily, as most children will be 
able to do after six or eight months training on the plan 
above described. If they cannot read, withhold such 
books till they can. But the books are to be procured 
for reference and reading at first, and not for giving 
tasks. 



28 TEACHERS' MANUAL 

Here it will be proper to present large and accurately 
engraved maps of all portions of the earth which have 
been taught, and only roughly delineated, for reviews. 



THIRD —THE HUMAN BODY. 

Another branch of oral and objective training by which 
children will be greatly interested and benefited, relates 
to the human body, under the names of Anatomy, Physi- 
ology and Hygiene. 

Every child should be trained to know as much of him- 
self as possible, that he may know better how to take a 
proper care of himself, physically, mentally and morally. 

The body is an ever present object in which we have and 
ought to take more interest than in any other physical 
object. 

In the first place, every child should become acquainted 
with the frame-work — the hones of the body ; which can 
be easily doije by the aid of any common sense and prop- 
erly trained teacher, even if she has only the living frame 
for a model, as with it almost all the separate bones can 
be pointed out. 

But skeleton models, charts and drawings should also be 
procured, and used for fixing impressions. 



TEACHERS' MANUAL. 29 

The children should learn the common names of the 
bones, dirough the ear and the eye ; also their positions 
and their uses, as far as possible. 

Again, they should learn something in relation to the 
office and uses of the muscles, which are the machinery of 
locomotion, and are at' ached to the bones or frame- work, 
having a wonderful power of contraction and of relaxa- 
tion. They chiefly make up the fleshy portion of the 
body. 

Again, they should also learn that the nerves are to serve 
the purpose of the steam in the engine, or of water upon 
the wheel, to supply motive power for setting our bodies 
in motion, while the mind is its engineer. 

As engineers, they should be taught and trained how to 
keep the body, with its complicated and beautiful ma- 
chinery and motive power, in a proper condition for its 
legitimate work. 

Again, children should be taught something about the 
digestive apparatus, by which the material for motive 
power, and for supplying the constantly occurring waste 
of the body, is provided. 

Let them learn the uses of food, the proper manner of 
taking it and of preparing it for the stomach ; the process 
of its change and assimilation, to fit it for circulation with 
the blood, which carries appropriate nutriment to every 
part of the body. 



30 TEACHERS' MANUAL. 

Teach them the principal processes of circulation ; how 
the food or chyme goes from the stomach to the duode- 
num J then through the lacteals to the veins, to the heart, 
to the lungs, back to the heart again, and then through the 
arteries by the force of the heart-pump ; and tlien back, 
through the great veins, to be replenished with new ma- 
terial for the stomach ; and then to continue to repeat the 
circulation as long as life lasts. 

We have proved that young children can take in these 
ideas with pleasure and profit. 



FOURTH— DRAWING AND PENMANSHIP. 

Another branch of necessary training in which children 
can be made deeply interested in the first stages of train- 
ing, and which will serve to give a necessary change in 
the course, is that of Drawing, in connection with "Writing 
or Penmanship. 

There are various good works on Drawing, all based 
upon nearly the same principles, any one of which can be 
used by the teacher with success. 

But if he is properly trained, he will find no trouble in 
giving work enough to his pupils to develop and train 
them in the elements of dictation drawing. 

Among the good elementary books on Dictation Draw- 
ing, we would mention one by Miss S. E. Buckelew, of 



TEACHERS' MANUAL. 31 

New York, published by Ivison, Blakeman, Taylor & Co. ; 
and also that of Prof. Walter Smith. 

No book, however, can take the place effectually of a 
wide-awake teacher. 

At the same time that the hand and the eye are trained 
in Drawing, they should also be trained to write, or form 
accurately and rapidly all the letters of our alphabet, and 
join them into words. 



FIFTH.— NATURAL HISTORY. 

Another branch of training to be taught orally and ob- 
jectively is the Natural History of Plants and Animals, 
in which we find children deeply interested. 

FIRST.-PLANTS, OR BOTANY. 

Children love to be among flowers and plants, and they 
should be made familiar with the language of flowers ; as 
well as with their beauties and odors. They should learn 
the various processes of growth and development ; from 
the seed to the root, the stem, the leaf, the flower, and 
finally to the seed again. 

All the parts of the plants, with their common and ap- 
propriate names, should be learned ; also the forms and 
varieties of leaves, and other parts, so that pupils may be 



82 .TEACHERS' MANUAL. 

able to recognize, designate and name the plant from its 
leaf and flower. 

The peculiar qualities and uses of plants and flowers 
should be taught. 

SECOND— ANIMALS. 

Animals often become the associates of man ; and chil- 
dren are always interested in them, and should at least be 
able to recognize the common classes and species of 
them, both in the wild and domestic state. 

If all children could have the farm and the great men- 
ageries at hand, we could find objects enough to teach 
this branch ; but we can find a good substitute in Prang's 
Natural History Cards, large and small, which ought to 
be in every school. 

Pupils should also be trained to distinguish the differ- 
ent kinds of wood, of common minerals, rocks and 
earths. 

The several branches of training to which we have 
referred are introduced as collateral, though necessary 
subjects of training, along with Language Lessons, which 
we consider the most important part of child-training. 

In fact, we consider the language of the several 
branches to be here taught partially as the most import- 
ant part of the Drills. 

All elementary training should be such as will prepare 
pupils to acquire knowledge themselves, from printed 



TEACHERS' MANUAL. 8S 

books and from their own observations in the natural 
world and in the world of art. 

In order to increase and keep up the child's love for 
school, and for school training, we have found it well 
to devote certain regular portions of time to working mot- 
toes in perforated card paper, with the needle and worsted, 
and some other things which are more peculiar to the 
Kindergarten. 

It would be well — yes, useful, to have the pupils devote 
some part of the school day to modeling in clay and 
carving wood ; which would amuse them, and cultivate 
their judgment and taste, and, perhaps, prepare some of 
them for some special industrial employment. These 
works, and even more, will belong to the school of the 
future. 



34 TEACHERS' MAMUAL. 

THE ALPHABETIC READING CHARTS. 

During the few weeks necessary to put the pupils 
through the oral and objective lessons, embraced in the 
two grades, and special drills, heretofore specified, the 
chief objects to be gained are as follows : 

I St. To train the pupils to habits of close observation ; 
that they may go through the world with their eyes open, 
and make good use of their natural senses. 

2d. To learn how to listen and give strict attention, 

3d. To gain a knowledge of many common things. 

4th. To train them how to call words and names at 
sight upon the word method, as a preparation for reading 
and understanding our language. 

This training we consider necessary and important be- 
fore the pupil is put to the work of word-making. 
Though this oral and objective training is to be kept up 
continually ; yet after one or two weeks, the first of the 
Charts may be used, as the beginning of word-making, ac- 
cording to the sounds and characters heretofore described; 
for children must learn to make words correctly as well as 
to call them at sight. 

The first Chart, as will be seen by examination, con- 
tains twelve /'//(?;/<?//^ w<:7r^i-, in common type, which have 
all the letters of our alphabet, and represent twenty-four 
different elementary sounds. 



TEACHERS' MANUAL. 8S 

Each letter in these twelve words represents only one 
sound, except u in quill. The object of this selection of 
phonetic words is to provide the means for making the 
pupils learn all the letters of the alphabet before they 
learn that some of the letters represent sounds not given 
in these twelve words. 

As we must continue to use our common type, this 
method makes it unnecessary to use a partially phonetic 
representation, and to learn tivo alphabets instead of one, 
as the name of each letter will be learned without making 
it represent more than one sound. 

In using the first and second Charts, the fundamental 
law of mental training must be carefully and uniformly 
observed, viz.: " that the idea must be impressed upon 
the mind by the real object, or by its picture, or by some 
familiar illustration before'\\.% word-sign." 

The Charts suggest the order of^raining — 

ist. Take, for instance, the first word, cab. The Chart 
presents X\\q picture first, 2iS this is all a Chart can do ; but 
it would be well to procure a miniature model of a cab at 
some toy store, and make its form and uses familiar to 
the learner. 

Then call attention to the peculiarities of the word- 
sign, as a whole and its number of parts or letters, until 
the pupils can distinguish it from any other word and call 
it. Print cab neatly upon the board. 



36 TEACHERS' MAM UAL. 

Then turn to the Chart, and pass the pointer along the 
line of words to the right, and ask if the next word is cab, 
and make them see it is not^ without telling them what 
it is. 

Then point to the third word in the first line ; and if 
they do not see its likeness to the first word, 7nake them 
see it. 

Then treat the /(?z/r//5 word as required to treat the 
second, and then the fifth as required to treat the third, 
omitting the script word for the present, and so on to the 
last, omitting also for the present the word in the last col- 
umn until the sounds are to be taught. 

Again, take the first word in the second line, lad : but 
first bring up a lad (or boy) as an object, and then refer 
to the picture, and thirdly to the 7iame. Print this name 
also carefully on the board, and treat it as you were re- 
quired to treat cab. * 

Next pass on to the right, as before, and see if the pu- 
pils recognize the first word, cab, which they should always 
do. Then see if they recognize the new word, lad. Dwell 
on these two words until they know them surely. 

Now go through with the second line as with the first. 

Next, take up the third object and its name, and do as 
with the first and second, requiring each word learned to 
be repeated when pointed out. 



TEACHERS' MANUAL. S7 

In the same manner take up and treat the twelve object 
words, until the cla^s can recognize and call each word 
at sight anywhere on the chart or on the board. 

2d. Having done the work well thus far, the pupils are 
prepared for the next step in learning to make words. 

It will be readily seen that the first word, cab., has three 
distinct sounds and three characters. 

The right hand column contains the same words as the 
first, with such single or combined letters as usually rep- 
resent the sound's in the special words. In each sound- 
word there are just as many single or grouped letters as 
there are sounds. 

The teacher must be able to give each of the element- 
ary 's>o\x^^^ accurately 2iX\d prof?iptly j and then, pointing at 
each letter in each word in the left hand column, require 
each child to repeat the sound accurately. 

This exercise must be repeated and reviewed until the 
whole class and each pupil can enunciate the proper sound 
when the characters are pointed out, and then articulate 
and pronounce the sounds distinctly. 

But in all cases the word should be distinctly and accu- 
rately pronounced at first by the teacher. 

3d. The next and last step in word-making, except the 
hand work of writing and printing of words, consists in 
teaching the pupils to give the names of the twenty-six 
characters which make up our visible alphabet. 



38 TEACHERS' MANUAL. 

As before stated, these twelve words contain every 
character, and no one represents more than one sound, 
except u in cjiiill. 

In using this Chart, it is found that most of the pupils 
have learned the names of the letters just as they learn 
the names of their playthings. 

The 7iaine of the letter has no value or importance 
in reading, speaking or writing, but the pupils must 
learn it. 

The first Chart can be easily mastered by a class of 
sixty pupils, if necessary, six years old, in two weeks, in 
addition to the many object lessons ; thus learning to call 
at sight twelve words, give their meaning, enunciate 
the twenty-four elementary sounds, and give the names 
of all the letters. This has been frequently done with- 
out a failure. 

The Second Chart contains sixteen new object- words, 
which contain the characters that represent the remaining 
seventeen elementary sounds, not given in the first Chart. 
Of course these words cannot be phonetic. 

This Chart is to be used like the first, except that new 
and different sounds are to be learned, and also new com- 
binations of letters and sounds ; though there are no new 
letters, for these have been learned from the first Chart, 
without contradictory sounds. When this Chart is mas- 
tered, all the sounds and fitters have been learned, so as 



TEACHERS' MANUAL. 39 

to be combined or articulated and pronounced in common 
words. 

The Third Chai^t is designed to teach, first^ the capital 
letters ; second, the order of the letters in our alphabet ; 
and third, the combination of words into sentences, and 
the reading of the same at sight, since he is supposed to 
have learned all the alphabetic signs and sounds of our 
language. 

The first sentences contain as their chief object-word 
one of the words already learned on the 7^/ri-/and Second 
Charts, as well as the new signs on the Fourth Chart. 

Each new word in these sentences must be learned in 
the same way as the words upon the First and Second 
Charts ; and whenever a new sentence is to be read, all 
the new words are to be learned in the same way before 
attempting to read. 

This direction should be strictly observed. 

Henceforth, whenever a new word is to be learned, the 
number of syllables is not to be regarded, provided the 
idea it represents is simple and easily gained ; for we find 
that a child learns a long word, which represents a simple 
idea, quite as easily as as hort word, especially if the latter 
represents an abstract idea. 

This will be specially true if children are always taught 
that words are always signs of ideas, and if they have from 
the beginning learned to associate the idea with the word. 



40 TEACHERS' MANUAL. 

Here is to be found the chief difficulty in teaching child- 
ren to read. 

The Fourth Chart is designed to teach the remaining 
signs or characters used in writing our language, and 
which must be learned before the pupils can construct 
and understand all kinds of sentences in writing, or before 
they can read intelligently all kinds of printed characters. 

We have found this Chart a great aid in teaching child- 
ren to read and understand the Roman and Arabic char- 
acters, so much used for representing numbers ; and to 
make them to understand the marks of punctuation which 
indicate the structure and kind of sentences. 

The mode of using this Chart can be easily understood, 
and it should be thoroughly mastered. 

The Fifth, or Sound Chart, is designed especially to aid 
teachers to understand all the elementar)4, sounds, easily 
recognized in using our language. 

Teachers should always be able to understand and give 
correctly all these sounds before they are fit or prepared 
to teach reading. 

The arrangement and classification of the alphabetic 
characters and sounds is not only physiologically correct, 
but adapted to the usual arrangement of the alphabetic 
sounds for learning the system of Phonography. 

By following out the process of training herein laid 
down, the pupils will be taught from the start to call 



TEACHERS' MANUAL. 41 

words promptly, enunciate and articulate all the sounds, 
and pronounce words distinctly. 

They will know how to put the right sounds and the 
right letters into all new words, and they will understand 
the meaning of each word, so as to use it ; and will thus 
be fitted, in the true and natural way, to read and under- 
stand and make their own language. 

The teacher must take notice, however, that the object- 
words and all the letters of the alphabet are given in 
script as well as printed forms, and are to be learned as 
soon as the pupils have learned the printed forms, or 
simultaneously. 

The making of letters, either in print or script form, is 
provided for under the head of Drawing, etc. 

Great pains should be continually taken that the pupils 
learn to form letters and words neatly and accurately with 
the pencil on slate, or on paper, or on blackboard ; and, 
at the proper time, with pen and ink. 

Until the Charts are mastered, the only materials needed 
by the pupils are slates, paper and pencils. 

After the mastery of the Charts, in connection with the 
course of collateral training herein described, the pupils 
will be prepared to take up our First Reader with interest 
and success ; and if any other series of Readers is used, 
they are prepared for the Second Reader, without using a 



42 TEACHERS' MANUAL. 

Primer or First Reader, and have saved one year's time 
and the expense of two books. 

Note tvell that ivJienever a new word or term is intro- 
duced^ its proper spelling and meaning should be thoroughly 
learned. 



USE OF READING BOOKS. 

As soon as the pupils have learned to call common 
words at sight, by the use of the four Charts, and by the 
object and oral training they will receive while mastering 
th- Charts, they must take up some Reading Book adapted 
to their degree of development, and practice sif;^ht reading 
daily, with such instruction and training as will give them 
a clear understanding of the language used. 

To meet our views of elementary training, we have not 
yet found the right kind of elementary Reading Books. 

As a general thing, the primary reading books are made 
up without much reference to the knowledge and mental 
development which the pupils need to acquire. 

Such a series of Readers as will furnish this necessary 
training we have designed and partly prepared for publi- 
cation. 

We can now only recommend such reading books for 
elementary training as are best cilculated to impart 



TEA CHER S ' MA NUAL. 43 

needed and useful instruction, as well as the ability to 
call words. 

The course of training provided for in this Manual is 
sufficient for two years under our eclectic method of train- 
ings which is equal \o four years of the best kind of train- 
ing in our present elementary schools. 

We propose to prepare a second part to this Manual, 
which will furnish an eclectic course of training for two 
j'^^;'^ more, whicli shall be equal \.o four years of usual 
training, and which, in connection with the present 
Manual, will secure for the pupil as much useful training 
and development as is usually acquired in eight years. 

We think we can demonstrate all we claim ; and our 
claim is chiefly based upon a proper selection of the best 
methods of training now in use, and the rejection of all 
that is useless and injurious in the common methods. 



PLEASE TO NOTICE 

THE GHAMMATICAL SPELLING 
AND WRITING BOOK. 

PART I. 



The author of this Manual has published a cheap 
little Writing Book, which, by use in his own school, The 
Eclectic Seminary, he has proved to be one of the 
simplest and most efficient means of preparing young 
pupils to become good spellers, good writers and good 
linguists. 

Also, ^^THE ALPHABETIC READING 
CHARTS," which furnish the shortest, surest, most 
pleasing and best method for teaching beginners to read 
without resorting to new phonetic characters ; based on 
the alphabetic, phonetic, objective and word or 
idea methods. 

He has also a Series of three Linguistic Readers 
about ready for the press, which is designed to furnish the 
best kind of training in language, and the best elementary 
training in Geography, Arithmetic, History, Physiology, 
Natural History, &c., without the use of the common 
primary works on these subjects. 

The author believes that by using his Eclectic 
Method of teaching, two years out of every four of a 
child's life can be saved. 



